In the context of social integration theory, the issue this paper explores is the social outcomes arising from the interactions between university students and indigenous Waala communities and families in the municipality, north-western Ghana. Drawing primarily on results from qualitative methods of data collection and data, this paper underscores that social integration outcomes have been both positive and negative, the latter being predominant. In the positive domain, majority of university students from varied ethnic backgrounds are socially accepted to live in shared rental accommodation compounds by indigenous Waala families and by extension allow for modest cross-cultural learning’s and exchanges. University students, especially female students serve as role models of education to Waala youth, particularly, young girls – inspiring them to attain higher education. In the negative domain, these include conflict between students and Waala families over varied ways of life, conflicts over rents and ejection of students from rental apartments, differential application of rent rates and exploitation of students, differential application of market prices on tradable goods and exploitation of students, and finally, rising incidences of love relationships between students and indigenes leading to social tensions and undesirable social outcomes. The paper underscores that there has not been true integration of students into the Waala community because integration has been partial and underpinned by much more differentiated ways of lives, culture and conflicts than the communalities in social values necessary for binding what has become a secular municipality. Thus, the paper advocates an integrated approach to District Development Planning (DDP) through multistakeholder engagement for the promotion of education, platforms for dialogue, and strengthening institutions for dealing with emerging issues and conflicts arising from social integration.